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Positive Learning Environment Plan
Transcript of Positive Learning Environment Plan
Resist the urge to give the answer and instead learn to ask probing questions
Always compliment a student when they pick up on something no one else has yet Actions to take:
Make respect for teacher and other students a paramount requirement for the class
Teacher should consider if the student has a valid perspective even if it does not follow the point the teacher wishes to make Citation:
Brahier, Daniel. Teaching Secondary and Middle School Mathematics. Fourth Edition. Boston: Pearson, 2013. 59. Print. Results Results Results Results Teacher Will: Ensure student engagement during independent work Actions to take:
Teacher will circulate the room the entire assignment
Give helpful hints to students who are truly stuck, encouragement to those that want to give up, and stern reminders to those that choose to be lazy Actions to take:
Hold students accountable with something more than grades - try use immediate consequences and rewards whenever possible
Get to know which students work well together or are strong student tutors and try to mix up groups often in order to keep anyone from too comfortable or burnt out Teacher Will: Ensure student engagement in small groups and during collaborative work Teacher Will: Develop detailed procedures for implementing and using technology Actions to take:
Develop an accountability system for technology (ie: assigning numbered calculators)
Seek out training for all available and useful technology for her classroom
Use technology in every part of her lesson plans as much as would be beneficial for further learning
Teacher Will: Develop a system for the organization, distribution, and collection of materials Actions to take:
Have clearly labeled, easily accessible student work folders
Develop filing system that works with your habits
Evaluate and return student work within a week of receiving When a teacher respects everyone's opinions (without letting the students misuse it to disrespect her) more students become willing to participate. As the teacher opens her mind up to the comments and perspectives of the class the students can actually teach her a new way of looking at the problem or at least let her know where the common misconceptions lie. Students (especially those weak in math) tend to balk at independent work. Independent work should be sparingly used so that students do not burn out on it and therefore are more responsive to the below actions to continue trying. Encouragement to continue trying tends to keep students motivated longer than the other two.